[Itech] Fwd: The ADDIE Model of Blended Course Design | Week in Review

Sun Jul 28 20:59:21 EDT 2013

Hello Graduates,

An article on ADDIE.

Best,
Dr. Franklin

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From: Faculty Focus <ezine at facultyfocusemail.com>
Date: Fri, Jul 26, 2013 at 8:33 AM
Subject: The ADDIE Model of Blended Course Design | Week in Review
To: franklit at ohio.edu

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*July 26, 2013*

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    Designing Blended Courses the ADDIE Way

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*Editor's Note: The following is an excerpt from* *Ten Strategies to
Improve Blended Course
Design*<http://facultyfocusemail.com/a/hBR8neDB8X3cvB8z7fWAAISqIYi/blend>.

Blended learning does not simply involve shifting portions of face-to-face
instruction online. Ultimately, a blended course will require
reconceptualization of the entire learning process. That's where ADDIE
comes in.

The ADDIE method is an acronym that stands for *analysis, design,
development, implementation, and evaluation*. It is a critically important
tool for designing blended courses.

*Analysis*
Instructors need to analyze their courses. Faculty members often want to
skip this step. It is easy for instructors to assume that if they know the
content, they know what works and what doesn't. However, students bring
baggage to the classroom, and that baggage can affect the success of
various instructional tools and methodologies.

Sometimes students come to class with misconceptions about the instructor,
the content, or the course format. Beyond that, they may have knowledge
that they haven't uncovered or connected to the course at hand. Most of
higher education is delivered in silos, and students learn in silos. Even
students who have met prerequisites for a course may not display adequate
comprehension of that prerequisite content. This surprises some instructors
who expect students to display the knowledge they have acquired in other
courses.

That is why it is important for instructors to at least get a handle on
what students might know and what they might not know before they arrive in
class as well as what course content is likely to be most vexing for them.
Prior course evaluations will offer guidance on where students have
struggled, and that is where instructors will want to focus some of the
online components of a blended course.

Without proper analysis, instructors would not know which concept needs
emphasis. They might overemphasize topics that come easily to students and
gloss over concepts that are more challenging.

*Design*
Creating detailed learning objectives is one of the most challenging
pedagogical activities that instructors face. Too often instructors use
words such as "know" or "understand" or "learn" in their learning
objectives. However, those words are limiting. Active verbs are much more
powerful and effective, and actual objectives should be far more specific
and detailed. Solid learning objectives not only allow instructors to map
out content and create syllabi, but they also help teachers determine which
technologies will enhance specific learning goals.

Once instructors have good learning objectives, they should determine which
instructional technologies are available at their institutions and use
those options to divide courses into the face-to-face and online
components.

*Development*
Developing the course takes a lot of work no matter what kind of technology
is employed. Multimedia activities, games, online quiz banks, and blogs all
take time to develop. However, instructors will want a substantial amount
of online information available for students to access to keep them
engaged. Instructors will need to take their time developing the various
course components, and they will want to have everything complete by course
launch.

Some instructors can get away with making things up as they go in a
face-to-face course, but that does not work in a blended course. The whole
design should be fully developed at the outset. It is fine to make changes
as the course evolves; it does not have to be perfect right away. However,
it should be a finished product that can be refined and improved and not an
unfinished product that needs to be completed as the term unfolds.

Since it is hard to predict exactly how long it will take to develop an
entire blended course, it is wise to begin far in advance. It will take at
least an entire semester, sometimes a whole year, to develop a new course.
It helps to begin with the big pieces, the ideal course components and the
essential elements. With that shell in place, instructors can then fill in,
refine, and improve the course over several semesters.

*Implementation*
One timing strategy that works well is to develop a course over an academic
year and then implement it in the summer. Summer terms generally have lower
enrollment, which means fewer students will experience a course during its
first run. Also, many faculty members have fewer overall obligations when
they teach in the summer, and this could offer extra time for tweaks and
improvements.

*Evaluation*
The last ADDIE phase is the evaluation phase. Assessing a blended course is
critical. Instructors will want to know what students have accomplished,
how much time they're spending on various online components, and how
beneficial they found the games and other features.

It is important not only to gather the information but also to act on it.
This is the only way to improve the course. It is also valuable information
to provide accreditors and administrators. Online technology actually makes
assessment simpler, and the information makes it easier to improve a
blended course.

For more on blended course design, check out our new white paper: *Ten
Strategies to Improve Blended Course Design
>>*<http://facultyfocusemail.com/a/hBR8neDB8X3cvB8z7fWAAISqIYi/blend>

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------------------------------
WEEK IN REVIEW

*Monday, July 22*
"I Don't Like This One Little Bit." Tales from a Flipped
Classroom<http://facultyfocusemail.com/a/hBR8neDB8X3cvB8z7fWAAISqIYi/monday>

Shifting the responsibility for learning the basic course information onto
the student, alters the instructor's role to that of setting the stage, not
being on it. For some teachers, this is no small adjustment, but I've found
two tricks to making it work.

*Wednesday, July 24*
Choosing and Using
Textbooks<http://facultyfocusemail.com/a/hBR8neDB8X3cvB8z7fWAAISqIYi/wednes>

Exploring the role of texts in courses begins with a clear understanding of
the relationship between the content presented in class and that covered in
the textbook. If what's presented in class is also covered in the book, do
students need both? Why?

 *Friday, July 26*
Designing Blended Courses the ADDIE
Way<http://facultyfocusemail.com/a/hBR8neDB8X3cvB8z7fWAAISqIYi/friday>

Blended learning does not simply involve shifting portions of face-to-face
instruction online. Ultimately, a blended course will require
reconceptualization of the entire learning process. That's where ADDIE
comes in. The ADDIE method is an acronym that stands for analysis, design,
development, implementation, and evaluation. It is a critically important
tool for designing blended courses.

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© Copyright 2013

-- 
*"A teacher affects eternity; [she]he can never tell where the influence
stops." - Henry Adams
*Dr. Teresa Franklin
Professor, Instructional Technology
Global Services Program, Director
313D McCracken Hall*, *Dept. Educational Studies
The Gladys W. and David H. Patton College of Education
Ohio University, Athens, OH 45701
740-593-4561 (office)
740-541-8847 (cell)
740-593-0477 (fax)
also: franklinteresa at gmail.com
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